In William Bauer’s book, he states that the primary purposes of assessment are that they provide feedback that “should give students a clear picture of their progress on learning goals and how they might improve” (p.132), as well as “encourage students to improve” (p. 132). Classroom assessments should also be “formative in nature” (p.132) and “frequent” (p.132). Bauer emphasizes that assessments should be both valid, meaning that they “align with learning outcomes” (p. 133), and reliable, meaning that they are “as consistent as possible” (p. 133). Two different kinds of assessments that are mentioned are formative and summative. Formative assessments include “formal and informal procedures that provide information for the teacher and feedback to the student during the learning process” and help teachers adapt their instruction to better help students (p. 133), while summative assessments “summarizes learning at a particular point in time” (p.133) and allow teachers to see if their students have adequately accomplished the learning goals established.
Some technology tools and approaches to assessment that Bauer suggest music educators can use to assess student learning are word processing software that easily develop, create and organize an assessment, programs like Google Docs that include track changes so that “several teachers [can] work together to create a test” (p.135), electronic survey tools like Google Forms or Flubaroo that immediately grade the assessment, clickers that allow group testing and quickly allows the teacher to know if students understand the material (p.136), blogs, wikis, websites, rating scales and rubrics, audio recordings, screen capture software, and portfolios which can demonstrate a student’s best work they have accomplished. An additional tool I might envision would be to use Facebook Live to livestream the activity or event taking place and have students comment questions and responses to the event at hand. This can allow for real time processing and questioning of activities and it allows for immediate explanations and responses that the students may not get elsewhere. Another tool could be using a personal QR code that links to a survey so that students do not have to wait in line for a computer to provide responses about what they have just experienced. To measure the overall success of the experience, I would create a Likert scale survey that lists specific questions and statements regarding the experience and how the students felt about the experience and to see if it met certain learning goals that we had planned prior. Using Google Forms or Survey Monkey, I would have numbers ranging from one to five with one representing never and five representing absolutely. An example of a statement would be “I learned how to use body movement to create music” or “I enjoyed this activity”. They could also have fill in responses to questions such as, “I learned ______ today”. To measure the personal experiences of the participants, I would create a Facebook Livestream for the experience where students can comment their thoughts and questions in real time. I could also use Twitter and have the participants tweet what they learned or found interesting from the activity using a given hashtag. They could also post videos of themselves interacting with the technology using the hashtag to share it with their friends. To measure some facet of the participants’ music learning/making that may be impacted by engaging with my designed experience, I would see if they had saved and created some sort of melody that they could present to others. A good way to present their work would to either save the melody and play it for others or have one group of participants demonstrate to the next group what they have been doing and share or teach them how they can do it themselves. Comments are closed.
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Davina MiawOn this page, I will present examples of my scholarship in the form of reflective essays and philosophical assignments. Archives
November 2019
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